24,423 research outputs found
Reading in the Disciplines: The Challenges of Adolescent Literacy
A companion report to Carnegie's Time to Act, focuses on the specific skills and literacy support needed for reading in academic subject areas in higher grades. Outlines strategies for teaching content knowledge and reading strategies together
Quality modeling in electronic healthcare: a study of mHealth Service
Information and communication technologies (ICTs) have the potential to radically transform health services in developing countries. Among various ICT driven health platforms, mobile health is the most promising one because of its widespread penetration and cost effective services. This paper aims to examine Quality Modeling in Electronic Healthcare by using PLS based SEM
Recommended from our members
Reinventing learning: a design-research odyssey
Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholarsâ interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in understanding studentsâ behaviors promoted my own recapitulation of a historical evolution in educatorsâ conceptualizations of learningâRomantic, Progressivist, and Synthetic (Schön, Intuitive thinking? A metaphor underlying some ideas of educational reform (working paper 8). Division for Study and Research in Education, MIT, Cambridge, 1981)âand beyond to a proposed Systemic view. In reflection, I consider methodological adaptations to design-research practice that may enhance its contributions in accord with its objectives
Design Research and Domain Representation
While diverse theories about the nature of design research have been proposed, they are rarely considered in relation to one another across the broader disciplinary field. Discussions of design research paradigms have tended to use overarching binary models for understanding differing knowledge frameworks. This paper focuses on an analysis of theories of design research and the use of Web 3 and open content systems to explore the potential of building more relational modes of conceptual representation.
The nature of this project is synthetic, building upon the work of other design theorists and researchers. A number of theoretical frameworks will be discussed and examples of the analysis and modelling of key concepts and information relationships, using concept mapping software, collaborative ontology building systems and semantic wiki technologies will be presented. The potential of building information structures from content relationships that are identified by domain specialists rather than the imposition of formal, top-down, information hierarchies developed by information scientists, will be considered. In particular the opportunity for users to engage with resources through their own knowledge frameworks, rather than through logically rigorous but largely incomprehensible ontological systems, will be explored in relation to building resources for emerging design researchers.
The motivation behind this endeavour is not to create a totalising meta-theory or impose order on the âill structuredâ and âundisciplinedâ, domain of design. Nor is it to use machine intelligence to âsolve design problemsâ. It seeks to create dynamic systems that might help researchers explore design research theories and their various relationships with one another. It is hoped such tools could help novice researchers to better locate their own projects, find reference material, identify knowledge gaps and make new linkages between bodies of knowledge by enabling forms of data-poesis - the freeing of data for different trajectories.
Keywords:
Design research; Design theory; Methodology; Knowledge systems; Semantic web technologies.</p
Creationism and evolution
In Tower of Babel, Robert Pennock wrote that
âdefenders of evolution would help their case
immeasurably if they would reassure their
audience that morality, purpose, and meaning are
not lost by accepting the truth of evolution.â We
first consider the thesis that the creationistsâ
movement exploits moral concerns to spread its
ideas against the theory of evolution. We analyze
their arguments and possible reasons why they are
easily accepted. Creationists usually employ two
contradictive strategies to expose the purported
moral degradation that comes with accepting the
theory of evolution. On the one hand they claim
that evolutionary theory is immoral. On the other
hand creationists think of evolutionary theory as
amoral. Both objections come naturally in a
monotheistic view. But we can find similar
conclusions about the supposed moral aspects of
evolution in non-religiously inspired discussions.
Meanwhile, the creationism-evolution debate
mainly focuses â understandably â on what
constitutes good science. We consider the need for
moral reassurance and analyze reassuring
arguments from philosophers. Philosophers may
stress that science does not prescribe and is
therefore not immoral, but this reaction opens the
door for the objection of amorality that evolution
â as a naturalistic world view at least â
supposedly endorses. We consider that the topic of
morality and its relation to the acceptance of
evolution may need more empirical research
An Innovative Dialogue about College Drinking: Developing an Immediate Response Technology Model for Health Promotion
New communication technologies, including personal response ââclickers,â have become increasingly popular across college campuses as a way to promote a wide range of practices. This paper calls attention to the need for communication models that account for the usefulness of these new technologies, especially as they relate to health promotion, dialogue, and the (re)construction of social norms. Based on observational data from a health promotion simulation game, the authors developed an Immediate Response Technology Model. The model describes the usefulness of new communication technologies in promoting the dialogue and reflexivity necessary to co-construct health-related norms and practices
Reconceiving curriculum: an historical approach
This dissertation reconceives curriculum through an historical approach that employs Ludwig Wittgensteinâs later philosophy. Curriculum is more than the knowledge taught in school. Curriculum, as I a theorist conceives it, is concerned with the broader intellectual and ideological ways a society thinks about education. Hence, the current school curriculumâs focus on specific learning outcomes offers a limited view of the knowledge fashioned by a society, thereby offering an intellectual and social history that is highly selective. Wittgensteinâs concept of âlanguage-gamesâ offers curricularists a way to re-include some of these stories. The concept of curriculum emerges at the end of the Renaissance from Peter Ramusâs refinement of the art of dialectic into a pedagogical method of logic. The modern curriculum field arose at the end of the nineteenth century as educators sought to further refine the remnants of scholasticismâs pedagogical practices by employing âsocial efficiencyâ and scientific management to more effectively organize American education. Social efficiency and scientific management became the underlying premises of Ralph Tylerâs (1949) rationalization of the school curriculum. During the nineteen seventies, curriculum theorists began disrupting Tylerâs rational foundations by reconceptualizing curriculum using philosophies and theories developed outside of education to alter the language used to describe education. I use Wittgensteinâs later philosophy to further disrupt the school curriculumâs rational underpinnings. Wittgenstein maintains that knowing does not require some internal or external authority, thereby rejecting the empirical and logical foundations of knowledge that underlie Western education. Using a Wittgenstein approach suggests that education is an indirect activity of teaching students the use of words. Wittgenstein suggests that educating students indirectly more closely resemble the kinds of playful activities in which children engage in their ordinary lives. He suggests that learning is a synoptic presentation that connects concepts that emerge from our everyday use of language in new and interesting ways. By asking students to see the resemblances among concepts synoptically, rather than logically, education cannot be reduced to the acquisition of a set of facts, ordered in a sequence of steps. As such, a Wittgensteinian approach reconceives curriculum as an act of language-play
Towards an authentic argumentation literacy test
A central goal of education is to improve argumentation literacy. How do we know how well this goal is achieved? Can we measure argumentation literacy? The present study is a preliminary step towards measuring the efficacy of education with regards to argumentation literacy. Tests currently in use to determine critical thinking skills are often similar to IQ-tests in that they predominantly measure logical and mathematical abilities. Thus, they may not measure the various other skills required in understanding authentic argumentation. To identify the elements of argumentation literacy, this exploratory study begins by surveying introductory textbooks within argumentation theory, critical thinking, and rhetoric. Eight main abilities have been identified. Then, the study outlines an Argumentation Literacy Test that would comprise these abilities suggested by the literature. Finally, the study presents results from a pilot of a version of such a test and discusses needs for further development
- âŠ